Sentences with phrase «instructional practice needs»

With our district's emphasis next year on individualizing student achievement primarily through a Response to Instruction (RtI) model, teachers will also need time to determine how curriculum and / or instructional practice needs to be adjusted on a consistent basis to assure each student achieves.

«On the hook» instructional practice needs to honor the fact that students process answers to questions at different rates.

Not exact matches

In an editorial accompanying the study, Russell Pate and Dr. Jennifer O'Neil of the Department of Exercise Science at the University of South Carolina said the study showed the «need to learn ways in which the doses of physical activity provided during youth sports and activity programs can be most effectively increased by modifying the manner in which the practices and contests are conducted... [such as] by changes in instructional practices that produce greater emphasis on keeping youth active while they learn individual skills and team strategies.»

«We want to apply these not only to instructional settings but also to rehab settings, where practitioners need to design practice protocols that are going to facilitate their patients» skill acquisition skills or help them relearn skills.»

I'm going to focus on the development of students» academic discourse as a high - leverage instructional practice that contributes to deeper learning, one in which our urban students need particular explicit instruction.

Teachers need time: If we want to see teachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master this craft.

In order to reach this end goal, principals need to have knowledge of this instructional practice, and they need to be able to observe teachers and offer meaningful feedback in this area of practice.

Dec. 4, 2 p.m. ET: Common Core State Standards: Literacy and English - Language Learners As educators begin putting the common core into classroom practice, what instructional strategies will they need to bridge the gap between acquiring language and truly mastering academic content for ELLs?

So you do need a foundation in formative assessments and instructional practices, but the tools enable teachers to go beyond in other areas.

The Student Editions include: • Links to instructional videos, audio, or texts • Links to practice quizzes or activities • 12 assessments that include a total of 39 multiple choice, 2 true / false, and 2 sorting questions • Definitions of key terms related to each of the standards • Examples of how students can apply the standards to their reading and deepen their understanding of what they are reading • Excerpts from several high - quality texts, including: - «Harriet: The Moses of Her People» by Sarah H. Bradford - «The Narrative of Sojourner Truth» by Olive Gilbert and Sojourner Truth - «On Women's Right to Vote» by Susan B. Anthony - «Give Me Liberty or Give Me Death» by Patrick Henry • Accompanying Teaching Notes files The Teaching Notes files include: • Additional activities and writing prompts to help your students explore the standard • Links to additional resources • Ideas to differentiate the activities for students who need extra support or to be challenged further • Answer guides with correct answers, answer choice rationales, word counts, and DOK (Depth of Knowledge) levels

For students to embrace the skills needed in a changing technology landscape, teachers must coordinate knowledge, instructional practices, and technologies to positively influence academic achievement.

If you want to learn about evaluating your learners, assessing their needs, and providing accurate and timely feedback, get a copy of the Instructional Design For eLearning: Essential Guide To Creating Successful eLearning Courses book where you will find numerous Instructional Design and eLearning tips, suggestions, and best practices that will help you create better training materials.

In a forum released today by Education Next, Nonie Lesaux of Harvard's Graduate School of Education and Juan Rangel of a Chicago charter school organization, UNO, discuss whether these changing demographics call for substantial reforms in the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of Hispanics.

To affect our teaching / instructional practices, however, as a follow - on, we need to become acquainted with specific results of research which compare experiments involving differentiated «treatments» in educational activities.

They started each section with a relevant introduction ─ showing learners a real - world application of the practice and why it's needed, then supporting this with engaging stories, instructional bullet points and as many specifics to their jobs as possible.

Of course, regardless of the position — whether «super ID» or general practice ID - instructional designers will need a solid foundation in adult learning methodologies (either through direct on - the - job experience or education).

«I think what's happening is that the next generation of educators is embracing the notion that to do well in their careers, they need not only strong capabilities in instructional practice, but also the capacity and confidence to engage with others in productive collaborations,» Higgins says.

Keeping the idea of brain plasticity at the forefront of your professional practice offers a constant reminder than when students struggle with lessons, it isn't because they can't learn, but because they need more practice and instructional support.

If they need help during Guided Practice, they will get five seconds of your time as you point out a critical feature in your Visual Instructional Plan.

eLearning can offer effective instructional methods such as practicing with associated feedback, combining collaboration activities with the self - paced study, personalizing learning paths based on learners» needs, and using simulation and games.

We need to concentrate on assisting schools to improve the quality of teaching and learning by providing expert guidance, quality professional development, and the time necessary to use data to improve instructional practice.

To provide the best instructional practices for ELLs, a teacher must be willing to accommodate their learning needs and provide them with equitable learning opportunities.

With sweeping changes in last two years on account of Mobile learning and need to adapt Instructional Design practice to create effective multi-device builds (running on tablets as well as PCs / laptops), we thought of adding a section on «Emerging Trends» that will address the topical buzz.

Whether redesigning their instructional model, changing human capital policies and practices, or preparing for replication, charters need time to prepare for new initiatives.

Teachers need practice and appropriate protocols, which can be obtained from outside the school or developed internally, to develop their capacity to look at student work as a means of instructional improvement.

To do this, school leaders need to create the conditions through which instructional practices are continually improved in order to meet all students» needs.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

This product includes: • 10 links to instructional videos or texts • 2 links to practice quizzes or activities • Definitions of key terms, such as integer and exponent • Examples of the properties of integer exponents and how to apply them to quickly evaluate exponential expressions • An accompanying Teaching Notes file The Teaching Notes file includes: • A review of key terminology • Links to additional practice quizzes or activities on certain parts of the standard, such as identifying expanded form and exponent • Links to video tutorials for students struggling with certain parts of the standard, such as thinking that the base multiplies by the exponent Need more resources?

This product includes: • 14 links to instructional videos or texts • 4 links to practice quizzes or activities • Definitions of key terms, such as closure and closed • Visual examples of the parts of polynomials • Exercises that allow students to practice adding, subtracting, multiplying, and dividing rational expressions • An accompanying Teaching Notes file The Teaching Notes file includes: • A review of key terminology • Links to video tutorials for students struggling with certain parts of the standard, such as needing more information on operations with rational expressions

Surveys from district staff indicate a need for exemplary models of how to analyze student data to determine which practices work best for which students, adapt instructional practices to meet students» individual needs, and develop curriculum - embedded formative assessments.

We combine our expertise with current research to develop and share best practices in rigorous standards - based learning, social and emotional learning, research - based instructional practices, and diverse learning needs.

Such policies do help focus teachers» energy and attention on the appropriate content, but teachers may need help in learning to change their instructional practice.

InstructionalDesign.org rather comprehensively defines the practice of Instructional Design, thus, «The process by which instruction is improved through the analysis of learning needs and systematic development of learning experiences.

You only see how they get in the way when you look hard at instructional practice and ask what needs to change in order for the practice to improve.

It involves thousands of decisions every day and requires teachers to constantly adjust their instructional practices to meet the needs of their students.

Leaders have a role to play in keeping track of those needs, as well as providing resources and materials to improve teachers «repertoire of instructional practices.

They propose an alternative model, dubbed Teaching for Better Learning, which attempts to account for the complex contextual features that teachers face and that significantly shape the identification of student needs and instructional practices.

We can continue to utilize a time - bound, age - based, one - size - fits - all curriculum - driven instructional model or choose to develop a personalized competency based learning system which identifies crucial learning outcomes, gives students the instruction and practice they need at their level of readiness, and monitors and adjusts instruction for as long as needed until competency is fully achieved.

Teachers need additional training to maximize the power of assessment data to inform instructional practices.

In particular, they emphasize the context - specific nature of teaching and the need for teachers to integrate knowledge of subject matter, students, and contextual conditions as they make instructional decisions, engage students in learning, and reflect on practice (Wayne & Youngs, 2003).

Those advocating instructional leadership emphasize the need to maintain a singular focus on classroom practice as the key to improving student achievement, and they point to the important role of the principal as a model.

We need to challenge our personal educational beliefs, hone our instructional practices, deepen our understanding of the nuances of curriculum, and build solid assessment practices.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

Deeper understanding combined with the PSD tool can help improve instructional pedagogical practices by enabling cooperating teachers, college mentors and principals to identify areas in need of growth and monitor individual pre - service / novice teacher progress.

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

Future researchers will need to address the challenge, finding meaningful ways to document student achievement while documenting formative measures of progress such as parents» understanding of instructional goals, teachers» priorities and their practice, teacher understanding, and surface - level changes in materials and activities.

Educators should select appropriate instructional activities and materials, including technology, based on factors such as curriculum standards, students» needs, preferences, prior knowledge, and skill levels, and effective pedagogical practices and contextual factors such as time and available resources (Harris & Hofer, 2009; Kennedy & Deshler, 2010; King - Sears & Emenova, 2007).

Members identify a particular instructional need, learn a specific teaching tool or strategy to address the need, try the strategy out, reflect upon and refine their use of the strategy, and integrate the new techniques into their practice.

To do this work thoughtfully, teachers need a collection of effective assessment techniques that will integrate seamlessly into their everyday instructional practice.

They assess student needs, determine the knowledge, tools, resources, and materials necessary to meet those needs, and finally, examine student output and adjust instructional practice.